A Survey Of Senior High School Students' English Intercultural Communication Competence Under The Core Competence

Under the background of economic globalization,China's comprehensive national strength is increasing and its exchanges with other countries are becoming more and more frequent.English,as an international language to communicate Chinese and western culture,should play its role of cultural communication.The English curriculum standards for ordinary senior high schools issued by the ministry of education in 2017 proposed to develop senior high school students' core competence in English,including their language ability,cultural awareness,thinking quality and learning ability.Among them,cultural awareness represents students' intercultural cognition,attitude and value orientation,and is related to the development of students' intercultural communication ability.Under this situation,the author takes the high school students and English teachers of a senior high school in Hantai district as the investigation object,to investigate the current high school students' cross-cultural communicative awareness and intercultural communicative competence and its influencing factors.The author aims to analyze these factors,and give some suggestions to improve the high school English cross-cultural teaching and to help high school students to develop their English ability of cross-cultural communication.This study mainly tries to solve three problems.First,what is the current intercultural communication awareness and competence of high school students? Second,what are the factors that affect students' intercultural competence? Third,how to improve the current high school students' English intercultural communication competence? The results show that the current high school students have a medium level of intercultural communication awareness and a weak intercultural communication competence.There are two main factors that affect high school students' English intercultural communication ability: from the perspective of internal reasons,students' individual emotional attitude,learning attitude,and learning ability do not fully meet the requirements of the new curriculum standard,their own English level is not high,and their cross-cultural knowledge is insufficient.The external factors are mainly divided into three categories: social and cultural factors,school education factors and family environment factors.The unique social and cultural factors in China have led to the uniqueEnglish learning mode of Chinese students,that is,the exam-oriented learning mode,which has influenced the teaching philosophy of schools and teachers to some extent.In addition,the different family education environment has influenced the cross-cultural communication ability of high school students.In view of these factors,the author puts forward some Suggestions on intercultural communication teaching in high school from the perspective of schools and teachers.Schools should enhance the soft power of cross-cultural education,promote the spread of Chinese culture,cultivate teachers' cultural confidence,help students enhance social and cultural interaction,strive to promote the integration of students' intercultural communication ability and cultural confidence,and develop foreign language communicative talents with the feelings of homeland.Teachers,to cultivate cross-cultural communication under the perspective of English teaching,combining curriculum requirements,understand the connotation of cross-cultural teaching,strengthen their own cultural quality,improve the ability of cross-cultural teaching,develop a variety of teaching activities,enrich cross-cultural teaching form,so as to stimulate students English cross-cultural communication potential and promote the development of students.